Abstract:
The aim of this study was to explore the role that teachers play in the promotion of
mastery learning in secondary schools in the Lejweleputswa District. Many schools in
South Africa focus on the performance of learners thus neglecting to master the
content, which in turn could positively contribute towards both performance and
mastery goals. The study used in-depth interviews and closed-ended questionnaires
to collect the data. Participants included principals and teachers who took part in
interviews and completed questionnaires, respectively. The study revealed that
despite teachers knowing about mastery learning and understanding the
implementation thereof, a barrier remained the costs incurred when promoting mastery
learning. The study also revealed that the more experienced teachers, who have been
part of the education system for a significant time already, appeared to be more skilled
in implementing mastery learning, as opposed to the newly appointed teachers not
familiar with mastery learning. Therefore, teachers explore different methods of
teaching and learning in their quest to find the one most suitable for them. Mastery
learning should, however, be compulsory. Schools can successfully implement
mastery learning if the Department of Education provided financial assistance, and
training and workshops. This would benefit learners and the entire country, as those
that achieve life-long learning become fully equipped to enter South Africa’s workforce
and subsequently contribute to growing the economy.
